Tying it All Together Assessment
Step 1: Identify the prompt you selected for this assessment. Remember, you could choose from the
following prompts:
• Prompt 1: How can everyday people become heroes when they are called to action?
• Prompt 2: What factors contribute to people surviving extreme situations?
Selected
Prompt
How can everyday people become heroes when they are called to action?
Step 2: Type the final draft of your expository essay in the space provided.
Christopher Reeve once said, "A hero is an ordinary individual who finds the
strength to persevere and endure in spite of overwhelming obstacles." Heroes
don't only wear capes and tight suits, heroes are all around you. Although
these heroes don't have movies dedicated to them, there impact is great in the
community. Ordinary people can become heroes when they are brave and are
selfless.
Final Draft
Ordinary people can become heroes when they are selfless because they
show that they care about others well-being before their own. Sam Smarts
stated in the Psycology of Humanity Magazine, "heroism is a result of altruism
or the belief in or practice of selfless concern for the well-being of others. In the
moment, those performing a genuinely heroic deed aren't thinking about the
recognition or rewards they'll receive. Instead, they think only of eliminating
the danger for others. In essence, an act of heroism is an act of sacrifice." Not
only do ordinary people have selflessness. We can see that true heroes aren't
looking for rewards and fame. They are helping for the well-being of others.
They care more about the safety and happiness of others, and that's why they
help. "Jennings came to the visit with a bouquet of flowers and balloons
recognizing Wright as special and that it was her day in the limelight. The 17year-old said it was "a great feeling" to get all the attention, which she
honestly did not expect. But, Wright admitted, she loves attention, talking and
bringing "light to the room." Not only did the teacher say she was grateful, she
showed her gratefulness by giving her presents. We see here that Wright didn't
expect the attention and didn't do it for the attention. Wright was just thinking
about the well-being of her teacher, before her own.
Ordinary people can be heroes when they are brave, because they show that
they don't care about the circumstance, they care about getting others to
safety. Alice Dogood states, "heroes are ordinary people who do extraordinary
things because their current situation or circumstances call for it." Ordinary
people do unexpected things for people that are in danger because they care
and are brave enough to be part of solution and not part of the problem. Sam
Smarts from Psychology of Humanity Magazine states, "Ordinary men and
women stood up to injustice, fought for equality, and redefined doing what
was best for the greater good. Past and present heroes had one thing in
common: taking a risk for the greater good." Heroes don't only wear capes,
they can be next to you right now. Heroes can be the least expected people,
but the important part is that they save others and out others first then
themselves.
Step 3: Type your Works Cited page in the space provided. This information will come from your
prompt's text set.
Works Cited
Dogood, Alice. “Heroes and History.” Helping Hands Magazine,
handsfoundation.org hands-foundation.org/helping-hands-publication.
Accessed 5 June 2024.
Mills, Bruce. “Student Uses New Health Lessons to Help Teacher in
Emergency.” The Sumter Item, www.theitem.com/. Accessed 5 June 2024.
Works Cited
Smarts, Sam . “The Psychology of Heroism.” Psychology of Humanity
Magazine, Mar. 2019, stanfordmag.org/contents/the-psychology-o fheroism.
Accessed 5 June 2024.
Step 4: Answer each of the following questions in 2-3 complete sentences.
Successes
Challenges
In which areas of expository writing were you the most successful? Explain. I would say
that the body paragraphs was probably where I was most successful. I say this because
writing my work is the easiest part.
Which areas of expository writing were the most challenging? Why? The hardest part
would be the introduction. I say this because writing a bridge and a thesis statement is a
little hard in my opinion.
Tying it All Together Rubric
Purpose and
Structure
(30 points)
On Target
30-24 points
Almost There
23-18 points
Needs Improvement
17-0 points
• The central idea is
• The central idea is
• The central idea may
focused on the task and focused on the task and be unclear, loosely
consistently maintained generally maintained related, insufficiently
throughout.
throughout.
sustained within the
• Organizational
• Organizational
task, or absent.
structure strengthens structure is logical and • Organizational
the response and allows allows for the
structure may be
for the advancement of advancement of the
repetitive or
the central idea.
central idea.
inconsistent, disrupting
• Purposeful
• Transitional strategies the advancement of the
Development
(30 points)
Language
(30 points)
transitional strategies connect ideas within
central idea.
connect ideas within
and among paragraphs. • Transitions attempt to
and among paragraphs, • Sufficient introduction connect ideas but may
creating cohesion.
and conclusion
lack purpose and/or
• An effective
contribute to a sense of variety.
introduction and
completeness.
• Introduction and
conclusion enhance the
conclusion may be
essay.
present but repetitive,
simplistic, or otherwise
ineffective.
• The response may be
too brief to
demonstrate knowledge
of purpose, structure, or
task.
30-24 points
23-18 points
17-0 points
 Skillful development  Logical development • Development may
demonstrate partial,
demonstrates thorough demonstrates
incomplete, or lack of
understanding of the
understanding of the
understanding of the
topic.
topic.
• Effective elaboration • Adequate elaboration topic.
may include original
may include (but may • Elaboration may
attempt to develop the
student writing
not be limited to) a
combined with (but
combination of original central idea but may
rely heavily on the
may not be limited to) student writing with
sources, provide loosely
paraphrasing, text
paraphrasing, text
related information, be
evidence, examples,
evidence, examples,
definitions, narrative, definitions, narrative, repetitive or otherwise
ineffective or
and/or rhetorical
and/or rhetorical
confusing.
techniques as
techniques as
appropriate to enhance appropriate to support • Evidence may be
partially integrated
the central idea.
the central idea.
• Smoothly integrated, • Relevant, integrated and/or related to the
relevant evidence from evidence from multiple topic but unsupportive
multiple sources lends sources lends credibility of or disconnected from
the central idea.
credibility to the central to the central idea.
• Lacks appropriate
idea.
• Evidence is mostly
citations.
• Evidence is
appropriately cited.
• Too brief to
appropriately cited.
demonstrate knowledge
of elaboration, topic, or
sources.
30-24 points
23-18 points
17-0 points
• Integration of
• Integration of
academic vocabulary
academic vocabulary
strengthens and
demonstrates clear
furthers ideas.
expression of ideas.
• Skillful use of varied • Sentence structure is
sentence structure
varied and
contributes to fluidity of demonstrates gradeideas.
appropriate language
• Use of standard
facility.
• Vocabulary and word
choice may be
imprecise, basic, clear,
or confusing,
demonstrating partial
command of expression
of ideas.
• Sentence structure
English grammar,
• Use of grammar,
punctuation,
punctuation,
capitalization, and
capitalization, and
spelling demonstrates spelling demonstrates
consistent command of grade-appropriate
the communication of command of standard
ideas.
English conventions.
• Tone and/or voice
• Tone and/or voice is
strengthens the overall appropriate for the
central idea.
overall central idea.
may be partially
controlled, somewhat
simplistic, or lacking
grade-appropriate
language facility.
• Inconsistent use of
correct grammar,
punctuation,
capitalization, and/or
spelling; may contain
multiple distracting
errors, demonstrating
partial command of
standard English
conventions.
• Tone and/or voice
may be inconsistent.
• May be grammatically
accurate but too brief to
demonstrate gradeappropriate command
of language skills.
6-0 points
Works Cited
10-9 points
8-7 points
(10 points)
The Works Cited page
and each entry are
properly formatted.
The Works Cited page The Works Cited page is
and each entry are
incorrectly formatted or
mostly correctly
missing altogether.
formatted. Some
sources may be missing
or unrelated to
evidence in the essay.
Reflection
10-9 points
8-7 points
(10 points)
Successes and
Successes and
Successes and
challenges were clearly challenges were mostly challenges were vaguely
reflected on and
reflected on and
reflected on or missing.
thoroughly explained. somewhat explained.
6-0 points